PROCEDURES FOR THE CLASSROOM

 By: Dr. Armãndo R. Tolliver | EDUCATOR | December 6, 2016
At the start of each school year, teachers enter into the classroom eager to teach the young talented minds of our nations future. In an effort to get the ball rolling as soon as possible, many teachers get right to the content on the first day of school. I have observed this time and time again each school year. It seems like the thing to do. After all, we are in the classroom to teach, and there is so much to learn, but far little time. However, we must first teach our students our expectations and how to be successful in our classrooms before we jump into content (Wong & Wong, 2004). Teaching expectations involves communicating to students the behaviors that are expected in the classroom such as: a) classroom expectations, generally referred to as rules or standards of behavior that are expected throughout the day, b) instructional expectations, information about what students are supposed to do, and c) procedural expectations, the manner and methods students use to follow instructions and comply with rules (Emmer, Evertson, & Worsham, 2003). When routines and procedural expectations are in place, the time with students is maximized. The students are better able to successfully participate in class and spend more time on task, which contributes to a learning environment where the teacher is better able to provide high-level instruction and necessary feedback students need. After all, time is a sought-after commodity.

          During my first year as a teacher, I often grew frustrated with everything. Some of my students would come to class late and ill prepared, not have their homework, use their phones during instructional time, turn around and ask to use the restroom within the first fifteen minutes of class, and rush the classroom door at the ringing of the bell, leaving behind trash and other miscellaneous items. Not to mention, the student who with the unexcused absence that would return to school asking, “What do I need to make-up.” I went on a tantrum during class one day and the students responded, “Well, how are we supposed to know. You never told us.” Appalled at first, you best believe I went home later that night and established some procedures. Before putting together a list, I thought to myself, “What do I expect students to know and be able to do.” I returned to class the next day with an addendum to the course syllabus, titled Classroom Procedures from A to Z.
            Though the list was rather exhaustive, I made it a point to highlight the following with students because I was determined to never hear a statement like that again, and I was equally determined to create a space where learning could thrive.

ATTENDANCE/MAKE UP POLICY: All students are EXPECTED to be in class each day. This is a simple rule: DO NOT BE ABSENT OR LATE TO CLASS!!  If you are late, you MUST have a note from another teacher. Lateness will result in after-school DETENTION, LOSS OF SCHOOL PRIVILEGES, AND PARENTS/GUARDIANS MUST MEET WITH THE DISCIPLINARIAN and/or COUNSELOR!!  Our class is built on the premise of respect.  You can EXPECT that I will show you respect and I EXPECT you to show me the same.  Arriving late to this class is a HUGE sign of DISRESPECT to me! 

Your grade in class will be determined by class work, homework, test/quizzes, projects, and attendance.  Excessive lateness/tardiness will have a negative affect on your grade. It is YOUR RESPONSIBILITY to arrange for completing any make up work. If you know IN ADVANCE you will be absent (including for school activities) you must arrange to complete the work BEFORE the absence. If you have an excused absence NOT known in advance, you will have 1 day for each day absent to complete any makeup work.

STUDENTS CAN ONLY HAVE 10 UNEXCUSED ABSENCES PER SEMESTER IF THEY EXPECT TO PASS. ANY STUDENT WHO MISSES MORE THAN 10 DAYS IS SUBJECT TO FAILURE FOR THE COURSE.

CELL PHONE POLICY: If a cell phone is seen or used during instruction a pop quiz will be given before the end of class that will be counted toward the course grade. See School Student Handbook for additional information regarding school wide cell phone policy.

DISMISSAL: Do not leave class at the end of the hour until dismissed by the teacher. The ring of the bell does not dismiss you. YOU ARE NOT DISMISSED UNTIL I DISMISS YOU!  If you attempt to leave before I dismiss you, you will be held longer or given another consequence as deemed by the instructor. Under no circumstance should you be gathered at the door to leave. You should be in your seat until dismissed. Gather all of your things and check for trash around your seat. This is your classroom, TREAT IT WITH CARE!  All the things you see in this room, is for you!  If you destroy or allow others to destroy your room, new items will NOT be provided!  It is up to you!  Please put all trash in the trashcan at the end of each class! Leave quietly.

HOMEWORK: Completing your homework or assignment is your responsibility as a student and Keeping up with the READING is Very Important! Stay up-to-date. Be prepared for a pop-quiz over reading or homework assignments at any time. Homework is assigned nightly. This is not a class where cramming the day before a test will work!  Students should expect to complete a MINIMUM of 5 hours of study OUTSIDE of class each week. Students are taking multiple courses and should be aware of the time commitment required by each. Self-discipline is very important.  The vast majority of the students who do not pass the Biology/Environmental Science have an inconsistent record of homework assignments and labs. The most successful students are those who make a daily commitment to their studies.

LATE WORK: Learning to budget your time and meet deadlines is a valuable job/life skill, which students will need in the “real world”!  LATE WORK IS NOT ACCEPTABLE!  Failing to turn in assignments is NOT an option.  Assignments turned in after the due date will drop one letter grade for each day late. Once assignments are graded and returned to class, students can earn up to 50% on missing assignments by completing them in my room. Once a unit is completed and tested over, work for that chapter cannot be turned in for credit. Extra credit is limited and will not make up for missing assignments.

ORGANIZATION: Students need to come to class prepared to work. Please remember to bring a pencil, paper/notebook, and any homework to class EVERY DAY. Extra trips back to your locker for forgotten items interrupt class, shorten learning time, and will result in a TARDY (3 days tardy is equivalent to 1 absence).  Students are asked to keep all assignments, handouts, etc in a science notebook/binder for use on semester test.

RESTROOMS: I prefer that you go to the restroom prior to the start of the period.  If in route to class you find yourself with the urge to go, come to class, ask permission, and go.  NO restroom passes will be given during the first or last ten minutes of class, unless it is a real emergency.

TRASH: This is your classroom, TREAT IT WITH CARE! A lot of time, energy, and money have been expended to make this classroom a wonderful learning environment and you will spend plenty of time learning and working here.  Please make sure you keep the classroom NEAT and CLEAN.  All the things you see in this room, is for you!  If you destroy or allow others to destroy your room, new items will NOT be provided!  It is up to you!  Please put all trash in the trashcan at the end of each class!

WEBPAGE: A website has been set up to help you at www.educationprojectonline.com. Click on the Student Portal. The Student Portal contains quick links to additional information, flashcards, answers to questions, homework calendar, class schedule, homework assignments, handouts, content slide shows, reviews for exams, and many other resources. The interactive extensions to the website will also allow you to submit assignments online and participate in class discussions.

As I developed and explained instructional and procedural expectations, I had to realize that students need a few things in order to successfully meet the expectations I established. One, the students need to know exactly what it is they are supposed to do each and everyday. Two, they need to know how they are expected to do it. Finally, all students need to have the necessary tools to accomplish the expected task. Though this required me to stay up all night and spend time during the week revising my thoughts, it was time well spent to make time in the classroom. 

            Explaining instructional and procedural expectations in the form of a step-by-step process has often made it easier for students to remember the expectations and complete the corresponding task appropriately. Just telling students what the expectations are was not enough. Expectations have to be explained, restated by the students, and demonstrated until the students are understand/acknowledge what is expected of them. A procedure is not a routine until it is practiced and becomes an innate part of a student’s behavior (Wong & Wong, 2004).

            As a science teacher, one reoccurring teaching situation where it is especially important to specify procedural expectations is when students are making transition from pre-lab engagement to hands-on exploration. Students often waste time between activities because seemingly simple instructions such as, “Get ready for lab,” are in reality, quite ambiguous. Students need to know how to close their engagement in the current activity, what to do with the materials they are using, what and where are the new materials they will need, what to do with these new materials, and how much time they have to make the transition. The few minutes it took to communicate procedural expectations for each activity were well worth the stress and inappropriate behavior that were prevented.

            All in all, the key thing for me after establishing expectations was to stick with them, especially in my more challenging classes (Emmer et al., 2003). Students will remember what you have said and expect you to follow through. By the end of that year I recall a student saying, "The class really got better this year. We were even good when the substitute was here last week." Firmness, fairness, and consistency are the keys to success in this area. Praising students when expectations are met reinforces and perpetuates appropriate behavior. In the event that I am unhappy with students meeting my expectations, I will take time to reexamine my procedures and routines to ensure the procedures directly align with the expectation.

 
Suggested Citation

Tolliver, A. R. (2016). Procedures for the Classroom. [Education Project Online]. Retrieved online at http://www.educationprojectonline.com/2017/03/procedures-for-classroom.html.

References

 Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston: Allyn and Bacon.

Wong, H.K., & Wong, R.W. (2004). The first days of school. Mountain View, CA: Harry K. Wong Publications.